| Course Code | Class Code | Assignment Title | Total Points |
| ECE-360 | ECE-360-O500 | Clinical Field Experience A: Learning Family Structures | 25.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| % Scaling | 100.0% |
| Parent Grandparent, and Caregivers Involvement in building classroom environment | 15.0% | Not addressed. | Description does not appear to incorporate information from the interview. Does not adequately demonstrate how parents, grandparents, and caregivers can be involved in building a positive and respectful classroom environment that is culturally relevant for the students. | Description adequately incorporates information gained from the interview. Provides accurate, but minimal detail on how parents, grandparents, and caregivers can be involved in building a positive and respectful classroom environment that is culturally relevant for the students. | Description appropriately incorporates information gained from the interview and clearly demonstrates how parents, grandparents, and caregivers can be involved in building a positive and respectful classroom environment that is culturally relevant for the students. | Description skillfully incorporates information gained from the interviews and thoroughly demonstrates how parents, grandparents, and caregivers can be involved in building a positive and respectful classroom environment that is culturally relevant for the students. |
| Families Support of Growth and Development of Learners | 20.0% | Not addressed. | How families can support the growth and development of learners in the classroom and at home is unclear. | How families can support the growth and development of learners in the classroom and at home is basic. | How families can support the growth and development of learners in the classroom and at home is credible. | How families can support the growth and development of learners in the classroom and at home is insightful. |
| Effect Family Structure, Family Involvement, and Family Turmoil on Learning Outcomes | 20.0% | Not addressed. | Description of the effect family structure, family involvement, and family turmoil can have on the learning outcomes of young children is inadequate. | Description of the effect family structure, family involvement, and family turmoil can have on the learning outcomes of young children is broad. | Description of the the effect family structure, family involvement, and family turmoil can have on the learning outcomes of young children is accurate and detailed. | Description of the effect family structure, family involvement, and family turmoil can have on the learning outcomes of young children is thoughtful and comprehensive. |
| Technological Tools or Resources for Communication | 15.0% | Not addressed. | Technological tools or resources that educators can use to communicate with families are inappropriate and do not engage them in their children's development. | Technological tools or resources that educators can use to communicate with families are elementary and attempts to engage them in their children's development. | Technological tools or resources that educators can use to communicate with families are suitable and reasonably engage them in their children's development. | Technological tools or resources that educators can use to communicate with families are innovative and compellingly engage them in their children's development. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. | The content is adequately organized, generally providing the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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